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49 Documents
<![CDATA[BIOWASH AZAMA: INNOVATIVE ORGANIC WASTE REDUCING PRODUCT TO SUPPORT SCIENCE LEARNING IN CLASS V PRIMARY SCHOOL ]]>
<![CDATA[Anis Fidiyaningrum]]>;
<![CDATA[Wita Ermayanti]]>;
<![CDATA[Joko Sulianto]]>
<![CDATA[ Schola Vol. 2 No. 2 (2024): November ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/schola.v2i2.1205
<![CDATA[Waste is one of the big problems in Indonesia which must immediately receive special attention in its handling. If it is not organized properly it will cause negative impacts such as environmental pollution which can damage the ecosystem. The increasing number of Indonesian people causes waste generation to also increase. So efforts are needed to process waste through prevention, reduction, recycling and reuse. The largest waste generation was recorded as 80% originating from organic waste (Oktavia & Rosariawari, 2020). Based on this background, the objectives of the Biowash Azama activity are: 1) increase students' understanding of processing waste, especially organic waste; 2) explain the process of making Biowash Azama so that it can speed up the process of decomposing organic waste; 3) invite students to practice directly processing organic waste; 4) invite students to be role models for the surrounding environment. The method the author uses is a qualitative descriptive method which is useful for exploring the perceptions and understanding of students and teachers regarding the Biowash Azama product as a science learning medium. In this method, interviews or observations can be conducted to collect data about how students receive learning with this product, as well as the impact they feel in terms of understanding environmental concepts and the decomposition of organic waste. The results achieved from this activity are that students better understand the concept of decomposing organic waste and the importance of environmentally friendly waste management, students know the steps for processing organic waste in a short time, students can practice directly processing organic waste, and students can become role models in their families each.]]>
<![CDATA[Creative Entrepreneurship Learning Model Based On Local Wisdom Through Carrot Bean Sprout Spring Roll Innovation In Science Learning Grade 4 ]]>
<![CDATA[Christiana Switaningsih H]]>;
<![CDATA[Rosalia Eka Lusiana]]>;
<![CDATA[Joko Sulianto]]>
<![CDATA[ Schola Vol. 2 No. 2 (2024): November ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/schola.v2i2.1217
<![CDATA[Introducing local wisdom to elementary school students is an important step in creating a generation that knows their own culture. The introduction of local wisdom involves not only understanding traditions, but also the introduction of cultural products that have economic value, such as specialty foods. The purpose of this study is to develop entrepreneurial skills, critical thinking, and innovate independently through the product “Lumpia Wortel Tauge”. This model is designed to introduce the concept of edupreneurship by combining the material of natural resource utilization in science learning and the introduction of local wisdom through the process of making spring rolls. This research used a descriptive qualitative method. Data collection techniques used observation, interview, and questionnaire to measure active participation, collaboration among students, understanding of nutrition, and product production and promotion skills. The results showed that practice-based learning in spring roll making can improve students' understanding of science concepts as well as basic entrepreneurial skills. Thus, students are not only consumers of products, but also learn to be creative producers who appreciate local cultural heritage and understand the importance of healthy eating. The results recommend that students can learn entrepreneurship by utilizing local wisdom and adding innovation as a development product. Carrot bean sprouts spring rolls are a new potential that can develop practical entrepreneurial skills for students of SD Pangudi Luhur Santo Yusup.]]>
<![CDATA[The Effectiveness of Using YouTube as a Learning Media in Improving Early Childhood Literacy" ]]>
<![CDATA[Andriyani, Maria]]>;
<![CDATA[Maria Andriyani]]>;
<![CDATA[Yenni Pudji Rahmawati]]>
<![CDATA[ Schola Vol. 3 No. 1 (2025): May ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/schola.v3i1.2324
<![CDATA[This study aims to examine the effectiveness of using YouTube as a learning medium in improving early childhood literacy through the literature study method. Literacy is an important aspect of children's cognitive development that needs to be instilled early on. In the digital era, YouTube media is one of the interesting learning alternatives because it presents audio-visual content that can stimulate children's interest and understanding more optimally. This research was conducted by reviewing various scientific sources, journal articles, and relevant previous research results within the last five years. The results of the study show that the use of learning videos from YouTube, especially those containing letter recognition materials, vocabulary and children's stories, is proven to be able to improve literacy aspects such as the ability to recognise letters, understand initial sounds, and increase children's vocabulary. Educational animated videos presented with attractive colours, music and narration can create a fun and interactive learning atmosphere. Thus, it can be concluded that YouTube is an effective learning media in supporting early childhood literacy development, provided that its use must be directed and supervised by educators or parents wisely.]]>
<![CDATA[INNOVATIVE DIGITAL LEARNING MEDIA TO ENHANCE STUDENT ENGAGEMENT AND LEARNING OUTCOMES IN ELEMENTARY SCHOOLS ]]>
<![CDATA[anggitarachmawati]]>
<![CDATA[ Schola Vol. 3 No. 1 (2025): May ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/schola.v3i1.2328
<![CDATA[This study examines the potential and implementation of digital learning media in improving student engagement, motivation, and learning outcomes in elementary schools. With the rapid advancements in information and communication technology, integrating digital media such as educational applications, interactive videos, simple virtual reality (VR), and educational games has become increasingly relevant to accommodate the learning characteristics of elementary school students in the digital age. This article analyzes various effective types of digital media, pedagogical strategies for their application, and their positive impact on enhancing conceptual understanding, developing 21st-century skills, and fostering an innovative learning environment. The method used is a comprehensive literature review of relevant prior studies and theoretical frameworks. The findings indicate that the appropriate utilization of digital learning media can transform the learning paradigm into a more dynamic, personalized, and effective experience for elementary school students.]]>
<![CDATA[Improving KPK and FPB Concepts Through Interactive TTS Media ]]>
<![CDATA[Eva Fitriana]]>;
<![CDATA[Indah Setyaningsih]]>;
<![CDATA[Mujiono]]>
<![CDATA[ Schola Vol. 3 No. 1 (2025): May ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/schola.v3i1.2330
<![CDATA[ABSTRACT This study aims to improve the understanding of fifth grade students of Lobang 02 Elementary School regarding the concept of Least Common Multiple (LCM) and Greatest Common Factor (GCF) by using interactive media in the form of crossword puzzles (TTS). This study is included in the Classroom Action Research (CAR) type which is carried out in two cycles. The research subjects consisted of 16 students. Data collection tools used include learning outcome tests, observation sheets, and student response questionnaires. From the results of the study, there is an increase in student learning outcomes from the first cycle to the second cycle. In the pre-action stage, only 31.25% of students achieved learning mastery with an average score of 61.2. After the action was carried out in the first cycle, mastery increased to 56.25% with an average score of 72.8. In the second cycle, learning mastery reached 87.5% with an average score of 84.5. This increase shows that the TTS media is effective in helping students understand the concepts of LCM and GCF and creating a more active and enjoyable learning atmosphere. In conclusion, interactive media in the form of crossword puzzles can be an alternative learning strategy that can improve students' mathematics learning outcomes in elementary schools.]]>
<![CDATA[Implementation of Video-Based Hypermedia Learning in Science Material for Grade III Elementary Schools ]]>
<![CDATA[tripujiyuliani02]]>;
<![CDATA[Riza Apriliniawati]]>;
<![CDATA[Tri Puji Yuliani]]>
<![CDATA[ Schola Vol. 3 No. 1 (2025): May ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/schola.v3i1.2331
<![CDATA[This study aims to explain the implementation of the use of hypermedia media based on learning videos for Natural and Social Sciences (IPAS) material among third-grade students of SD Negeri Deles 01. The method used in this study is a descriptive qualitative approach with a total of 18 students and one teacher as subjects. Data were obtained through observation, interviews, and documentation activities, then analyzed using data reduction, data presentation, and conclusion drawing techniques. The findings of this study indicate that the use of interactive videos in IPAS learning can increase student participation, facilitate understanding of abstract concepts such as the water cycle, and create a joyful learning atmosphere. Students appeared active in asking questions, providing answers, and were able to re-explain the material they had watched after watching the video. Teachers felt the benefits of this media because it allows for efficient and attention-grabbing delivery of material. Therefore, the use of video-based hypermedia media is considered effective for implementation in IPAS learning at the elementary school level as an effort to realize contextual, visual-based learning, and in accordance with the stage of students' cognitive development.]]>
<![CDATA[Literature Review: The Utilization of Augmented Reality (AR) and Virtual Reality (VR) in Learning Media at Elementary Schools ]]>
<![CDATA[STARTYANINGSIH, THERESIA]]>;
<![CDATA[Ervita Dwi Kusumasari]]>;
<![CDATA[Nurhafidhoh]]>
<![CDATA[ Schola Vol. 3 No. 1 (2025): May ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/schola.v3i1.2344
<![CDATA[ABSTRACT The advancement of technology today has transformed society into a technology-based Society 5.0 era. This development must align with current trends in the world of education. Students now expect learning experiences that incorporate innovative elements in their implementation. The use of technology-based media can serve as an alternative to support optimal learning. One such development that can be applied today involves the use of technology-based media such as Augmented Reality (AR) and Virtual Reality (VR). The use of AR and VR-based learning media has a positive impact on both the learning process and outcomes for elementary school students. AR and VR media have been proven to enhance conceptual understanding, learning motivation, engagement, and problem-solving skills through the presentation of material in a more visual, interactive, and immersive manner — although there are some technical challenges in their implementation. Keywords: Augmented Reality; Virtual Reality; Learning Media.]]>
<![CDATA[ANALYSIS OF VALIDITY, RELIABILITY AND FEASIBILITY OF STUDENT CONFIDENCE ASSESSMENT INSTRUMENTS ]]>
<![CDATA[Maulana, Andi]]>
<![CDATA[ Schola Vol. 1 No. 1 (2023): May ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/schola.v1i1.119
<![CDATA[This research is part of a research on the development of student self-confidence assessment for elementary school. The purpose of this study was to determine the content validity and reliability of an instrument. The instrument developed was in the form of a questionnaire sheet. Content analysis and observation sheets used Coefficient V by Aiken's while Reliability used Cronbach's Alpha with the help of Ms. Excel. The results of this study indicate that: the questionnaire sheet in the form of a scoring rubric and this research proved valid, the highest with a coefficient of V Aiken s 0.74 and reliable with a coefficient of Cronbach's Alpha = 0.76 which means high. The instrument's feasibility test also shows 100% of the statement items are eligible to be used. Based on the results of this study, the assessment of increasing student self-confidence is appropriate to use.]]>
<![CDATA[EARLY CHILDHOOD MATHEMATICS COMMUNICATION IN REASONING AND APPLICATION OF MATHEMATICS THROUGH THE NUMBERS BOTTLE GAME IN Kindergarten ANNUR 2 KARANGTENGAH DEMAK ]]>
<![CDATA[Aliyah]]>
<![CDATA[ Schola Vol. 1 No. 1 (2023): May ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/schola.v1i1.120
<![CDATA[Mathematical communication ability in learning mathematics is something that is needed by every student in order to facilitate the teaching and learning process.. While the number bottle game is a visual medium that can stimulate children's intelligence and memory in understanding number symbols. This study aims to describe early childhood mathematical communication in the application and mathematical proof through the number bottle game at Annur 2 Kindergarten Karangtengah Demak. This research uses qualitative method with descriptive research type. The subjects in this study were 15 students of group A TK Annur 2 who were selected through student results in math games. The method of collecting data is through observation, interviews, and documentation. The data were analyzed qualitatively by using the method of reduction, data assessment, and drawing conclusions. The results of the study show that in developing children's mathematical logic through the application of the number bottle game, they are as follows: a). Children are able to recognize numbers 1-10, b). The child is able to name the numbers 1 – 10, c). Children are able to sort numbers 1 – 10, d). The child is able to put objects into the number bottle according to the numbers listed on the number bottle and e). Children are able to do simple additions 1-10. So the writer can conclude that the teacher's role in developing mathematical logic through the implementation of steps in developing early childhood mathematical logic through number card games has shown optimal results.]]>
<![CDATA[Analysis of the Validity and Reliability of Indonesian Vocabulary Mastery Instrument Items Using AIKEN'S Model Calculations ]]>
<![CDATA[Rismawati, Kartika]]>
<![CDATA[ Schola Vol. 1 No. 1 (2023): May ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/schola.v1i1.121
<![CDATA[This research is part of the research on the development of domino card learning media to improve elementary school students' mastery of Indonesian vocabulary. The purpose of this study was to determine the content validity and reliability of the items of the Indonesian vocabulary mastery instrument that had been prepared in the form of entries. The analysis of the instrument content uses Coefficient V by Aiken's while Reliability uses the Cronbach Alpha calculation. The results of this study indicate that: each item of the Indonesian vocabulary mastery instrument that has been compiled is proven to be valid, the highest with Aiken's V coefficient of 0.94. However, in this case the instrument compiled is still low in the reliability test with the Cronbach's Alpha coefficient of 0.309. So that the instrument that has been prepared needs to be revised before being used.]]>
